Sample Science Lesson

1. Title or Topic of the Lesson and Grade Level : Food Chain Webquest: Third Grade
Lesson Essential Question(s): How does a food chain illustrate how organisms
obtain energy? How do organisms interact, and in what ways are they dependent on each
other?

2.

3.

Standards:

NJCCCS.5.3B. Matter and Energy Transformations: Food is required for energy and building
cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some
organisms obtain their food directly from other organisms.
5.3.4.B.1 Almost all energy (food) and matter can be traced to the Sun.
CPI: Identify sources of energy (food) in a variety of settings (farm, zoo,
ocean, forest).
4.

Learning Objectives and Assessments:

Learning Objectives

1.

2.

The students will be able to

construct a food chain and explain how energy
flows through the chain.
explain how all living things depend directly or
indirectly on green plants for food.
use pictures and arrows to create a food web that
includes the sun, green plants, herbivores,
omnivores, and carnivores.

Assessments
1.

Students will gather in a circle to

model a food chain and successfully
explain how the energy flows through it.
They will explain how all living things
depend directly or indirectly on green
plants for food and will successfully
implement the use of a sun, green plants,

Children will understand that all living things

need energy to survive and will understand the terms
consumers, producers, herbivores and carnivores.

herbivores, omnivores, and carnivores in

the food chain.
2.

Using the research explored through

completing a web quest, students will
create, in groups, a complete food chain
that shows all trophic levels and clearly
includes labels to show the sequence of the
life cycle.

5.

Materials
1 ball of yarn for the class
food web print outs (cut-out pictures of prairie plants and animals),
tape to attach pictures to clothing
1 pair of scissors per group
1 sheet of poster-sized paper per group
1 laptop per group
markers
1 journal per student

6 . Prior knowledge:
Students will have the prior knowledge that a source of energy is needed for all organisms
to stay alive and grow. Both plants and animals need to take in water, and animals need to
take in food. Plants need light (5.3.2.B.1). By the end of second grade, students will know
that organisms interact and are interdependent in various ways; for example, they provide
food and shelter to one another. (5.3.2.C.1)
7.

Lesson Beginning:

Students will be asked about their Thanksgiving and for examples of what they ate. We
get energy from eating just like animals get energy from other organisms. Today we are going to
learn about food chains. Think about what you already know about them and were going to
apply that to our activities today. Have a couple of students share what they know and write
them on the board.
Students will be asked to gather in a circle at the front of the classroom. Each child will
be assigned an animal or a plant cut out and will tape it to his/her shirt. One student will
volunteer to be the sun. Have them introduce themselves as the plant or animal they represent.
The sun will begin with a ball of yarn. He/she must throw the yarn to an organism that will use
the suns energy. From there (should be a producer) that student will then throw the yarn ball,
while still holding onto their piece of the string, to another organism that will benefit from
consuming it for energy. Students should be thinking, Who in the circle could I give my
energy to? (Who might eat me?) Who in the circle could give me energy?
(Whom could I eat?). When a food chain has reached completion, the chain will be cut off
and the ball of yarn will be returned to the sun to start again until each student has been included
in a food chain. After the completion of the first food chain, ask: How can all these other plants
and animals get the energy they need? (through more food chains). When a student makes a
decision, the teacher will ask the student why they chose that organism. Promote communication
within the circle as they participate in the activity. Remind them to make use of all the trophic
levels. Ask questions once the activity is over.

 Have we made food chains? (Yes, lots of them!)

What do all of our food chains together look like? (A food web.)
What is the difference between a food chain and food web? (A food web is made up of
several food chains. A web is more complicated than a chain because it has connections
among the chains.)
Who is holding the most pieces of yarn? (The sun.) Why? (Because each food chain starts
with the sun.)
Who else is part of many food chains? (Green plants)
What would happen if all the green plants died? (Nothing else in the food web could
survive.)
8.

Instructional Plan:

EXPLORE (Introductory activity that sets the stage)

The students will open the web quest. The teacher will explain that webquests have 6
parts: the Introduction (an overview of the topic at hand), Task (the overall job of the student),
Process (the steps for the student to follow using various websites for research and information) ,
Evaluation (a rubric showing the expectations of the students quality of work), Conclusion (the
final thoughts and a closing discussion of what was learned from the activity), and Credits (the
resources used and citations). The teacher will then read along with the students as they read the
introduction and tasks. For the sake of time, students will be asked to only focus on Task 1 in
which they will create a food chain that will benefit Alex the Lion as the tertiary consumer. On
the Process page, the students will explore examples of how food chains are constructed and
terms associated with each trophic level. The teacher will also go over the steps of the Process
page and draw notice to the Evaluation page so each student knows what is expected of their
group.
EXPLAIN (Share findings and trouble-shoot outcomes)
Students will have 15 minutes (or longer if necessary in a full science lesson) to observe
the Process page and look through the links within their groups and complete the task. They will
be writing information in their journals that they find useful for their food chains or for questions
they may be asked later on. Students will apply the terms that the web quest provides concerning
food chains such as producers, primary consumers, secondary consumers, tertiary consumer,
herbivore, omnivore, carnivore, community, decomposers. They will apply these terms to their
groups food chain and will be prepared to use them while presenting and in answering
questions. During the activity, students question their existing beliefs about what animals
consume and use resources to determine the facts.
ELABORATE (Build on discoveries)
From the research the students accumulate, they will apply this information to draw and
label a food chain. They will label the trophic levels and other important vocabulary where
needed. It is important for students to include the sun as the main energy source. Students are

encouraged to draw or print out pictures of each organism to include on the food chain to
represent each tropic level. If students finish early, they can also assess themselves with a Build
your own Food Chain activity provided by one of the links. This activity demonstrates their
understanding of the order and sequence of a foodchain. The teacher will walk around, answer
questions, and make sure students are staying on task.
EVALUATE (Draw conclusions and communicate results)
The students will present and share their food chains. The teacher will facilitate a
classroom discussion, and the students will communicate the results of their research. Students
who do not present their food chain will be asked to share something they learned from the
webquest. They are expected to have these notes recorded in their journal for future reference
and evaluations.

o Differentiation: The teacher will travel around the room, facilitating students who
may struggle with the activity or who struggle working in groups. Students will provided an
outline or a visual on the board of the four trophic levels that are expected to be included and
labeled on their food chain. Science groups would be split up based on academic level and
struggling students would be assisted by stronger students through ZPD. For groups who finish
the task early, they will complete the Build Your Own Food Chain interactive activity. After
the lesson, students will be given a handout with definitions from the activity.
o Questions:
Engagement Activity:
(When asking about Thanksgiving) Why do we eat food?
What do you know about food chains?
(Beginning the web activity) Think: Who in the circle could I give my energy to? (Who
might eat me?) Who in the circle could give me energy? (Whom could I eat?)
(After it is complete) Have we made food chains? (Yes, lots of them!)
What do all of our food chains together look like? (A food web.)
What is the difference between a food chain and food web? (A food web is made up of
several food chains. A web is more complicated than a chain because it has connections
among the chains.)
Who is holding the most pieces of yarn? (The sun.) Why? (Because each food chain starts
with the sun.)
Who else is part of many food chains? (Green plants)
What would happen if all the green plants died? (Nothing else in the food web could
survive.)
Why are there only 4 to 5 links in a food chain? (Any more than that, the next consumer
wouldnt get enough energy from the previous organism to stay alive Energy Pyramid)
Is all the energy being passed on, or only a fraction of it?

 Can animals be part of more than one food chain? (Yes, we eat different foods from
different food chains to obtain energy)
What vocabulary words do we use for an organism that only eats plants? Only meat? Both?
What are humans? (Herbivores, Carnivores, Omnivores, Omnivores)
Webquest:
(On the Task page) What do you see in this picture? (Example: there are more organisms
on the bottom than on the top)
What does this tell you?
On the process page there is an energy pyramid. From what we saw on the Task page, what
can we conclude happens each time energy is transferred? (Less and less energy is being
passed on because the organism has to save a fraction of the energy for themselves)
Presentations
Explain your reasoning for your choice of organisms.
Explain where your animals may be found.
General questions that apply to the groups comments and questions
o Classroom Management: (grouping, distributing materials, potential
behavioral problems)
Calling students to the circle by what they are wearing.
Cut-outs are pre-taped for students to quickly pick one and tape it to themselves before
getting in the circle.
To get classs attention use techniques such as 1 2 3 eyes on me and having them repeat
clapping patterns.
Students will be asked to pull up the webquest link and look up quietly when they are ready.
Teacher will be passing out poster paper while the students are working on the webquest.
Use thumbs up or thumbs down when needed to get a mental assessment of the classs
understanding
Use a timer to keep track of time. Remind the students to be aware of how much time is
left.
Teacher will walk around, answer questions, and make sure students are staying on task.

o Transitions:
Before the engagement activity, call students to the circle by what they are wearing.
After the engagement activity, the students will count off by 5s in the circle for their
webquest groups. The teacher will direct them to where their group will sit. They will be
instructed to get their laptops before they go to their groups.
After the timer has gone off while they work on the process activity, the teacher will
announce that time is up.
Clap once if you can hear me, clap twice if you can hear me which will lead to the
presentations of the food chains after the timer has gone off.

 After the lesson, students will return to their seats, and those who did not participate in the
presentations will be asked to share something they learned from the webquest.
9.
Closure:
Presentations will conclude the lesson. Students will then walk around the classroom as music
plays, and when the music stops, students freeze and share something that they learned from the
lesson. The teacher will then express the importance of webquests and that they are useful for
any topic or grade level. Students will receive a handout to put in their notebooks that include
the important terms used during the lesson for future use.
Webquest Sources:
Build
the
Foodchain!:
http://www.ecokids.ca/PUB/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfm
Enchanted
Learning
Food
Chains
http://www.enchantedlearning.com/subjects/foodchain/

and

Food

Webs:

Planet Pals Food Chain: http://www.planetpals.com/foodchain.html

Science Lesson Rationale

This third grade science lesson, which can be modified and adapted to any elementary
grade level, is in accordance with the tenets of the National Science Teachers Association. The
interactive food chain activity, collaborative and technology-based webquest, and reflective
closure allow students to develop and express their understanding of science.
The lesson beginning engages students by asking them to recall what foods they enjoyed
eating for Thanksgiving. This sets the stage for the teacher to promote their curiosity by posing
the question: how do we get energy from the food we eat? Students are given the opportunity to

discuss what they know about food chains as the teacher records their responses on the board,
allowing the teacher to gauge students prior knowledge.
By having the students gather in a circle and throw the ball of yarn to represent the food
chain, students are given the opportunity to apply their acquired knowledge to solve the task of
completing the chain. The teacher does not provide the answers through direct instruction, but
rather presents the scenario for the students to solve through inquiry-based learning. During this
activity, students are actively participating in their learning, and everyone is given a chance to
complete the task, as everyone is assigned a certain role. Students are asked to help each other if
they are unsure of themselves, which promotes communication and collaboration. When students
are hesitant, the teacher prompts them to use their reasoning skills and apply what they know to
find the answer. Rather than ever providing the students with the answers, the teacher serves to
steer the class in the right direction, asking questions that lead the students to the answers. The
food chain activity is an engaging one that allows students to apply prior knowledge, work
together, ask questions, and develop problem solving skills.
The webquest is another opportunity for students to communicate and collaborate as they
create a food chain together. This activity improves students technological literacy, as they are
asked to use their laptops and websites to gather information. This lesson also can be modified to
include other scientific resources; students can refer to non-fiction books, magazines, cell
phones, and more to obtain information. Rather than the teacher dictating what the students
should know, students are exploring first-hand and applying their research to create their own
food chain. Students then share their findings with one another to further their communication
skills. The posters that they create serve as a formative assessment, allowing the teacher to
provide feedback that students can use to refine their thinking. Lastly, this lesson incorporates the

Five E Instructional Model (Engage, Explore, Explain, Elaborate, Evaluate), helping students
to build their scientific understanding based on experience.

Sample Math Lesson

1. Title or Topic of the Lesson and Grade Level : Designing Plans to Find
Perimeter, Fifth Grade
2.

3.

Lesson Essential Question(s): How can formulas make finding the perimeter
easier?
NCTM Standards:

Measurement: Explore what happens to measurements of a two-dimensional shape such as

its perimeter and area when the shape is changed in some way.
4.

Learning Objectives and Assessments

Learning Objectives

1.

Students will be able to find the

perimeter of polygons by using formulas.

2.

Students will be able to measure

perimeter.

3.

Assessments

1.

Students will complete problems in their

math notebook.They will design their own
plans and create corresponding formulas.
They will use whiteboards to solve problems.

2.

Students will use rulers and yardsticks

to measure objects around the room.

3.

Students will discuss when finding

perimeter would be needed, create plans
based on what they enjoy, and share
responses from family members regarding
their use of perimeter.

Students will identify instances where

finding the perimeter is needed in real life.

5.

Materials

1 set of puzzle pieces per student

math notebook per student
math workbook per student
document camera
Smart Exchange
1 sheet of grid paper per student
1 ruler or yardstick per student
fly-swatters
1 individual whiteboard per student
1 dry erase marker per student

6 . Prior knowledge:
Students have been exposed to perimeter in the past. They should know what perimeter is
and how to find it. In the last couple of lessons, they have answered teachers questions about the
difference between finding the perimeter of a regular versus irregular polygon. They have also
recently completed a unit on measurement and should be aware of the different units of measure.

Using this background knowledge will enable students to measure perimeter precisely for objects
in which the perimeter is difficult to measure, such as their foot and hand.
7.

Lesson Beginning:

The teacher will remind the students about the points system and that they must follow
directions if they want to earn points. As an engaging opening activity, students will be given a
set of 4 geometric shapes, and with these, they must find a way to make a square. The students
will be told these shapes represent evidence in a mystery case, and to solve the mystery, they
need to make a square. Once students have found the solution, they will be told that a new piece
of information has been found in the mystery, and they will be handed another geometric shape
that must be included to make a square. Students will be given a few minutes to try and figure
out the puzzle. A problem will be on the board for students who finish early.
8.

Instructional Plan:

As a class, students will review what perimeter is and the difference between finding the
perimeter of a regular versus irregular polygon. The teacher will ask the students to turn to a
partner and discuss ways in which they would use perimeter on a daily basis, in the real world.
Students would then share their answers with the class as teacher guides their answers (perimeter
could be used to build a fence for a garden, to put a border on the bulletin board, etc.) The
students will then be given a problem, which they will solve on their own and then go over as a
class (one of the whiteboard questions from the last lesson where they were getting the answer
wrong). Students will then be given a few picture problems where they have to create a formula
to find the perimeter. The teacher will point out that the first step in solving an algebraic formula
is to replace the variable with the given value. Students will then use rulers and yardsticks to
measure the perimeter of objects around the classroom (a desk, their notebook, the door, etc.)
Students will be given grid paper and will be told that they will come up with an idea of
a way that they could show perimeter. Students are encouraged to think about what they plan on
being when they grow up and apply that to their assignment: a future teacher could draw a
classroom plan and find the perimeter of desks, tables, whiteboards, etc., an athlete may choose
to draw a sports arena containing a track and football field and concession stand, an aspiring
interior designer could draw a house floor plan, etc. Students must write out the formula and the
work next to the drawing. Students should aim to complete at least 4 formulas, but those with
extra time will create more shapes and formulas. Students will be encouraged to challenge
themselves and draw parallelograms, octagons, etc. rather than just squares and rectangles. The
teacher will have an example to show under the document camera to give the students an idea of
what she is looking for. Teachers will circulate to check the work and student behavior. Students

may choose to color code their plans. When students complete the assignment, they may share
their design with someone else who has finished, explaining their work in mathematical terms.
They may then work in their math notebooks on perimeter word problems. The teacher will
collect the design plans to provide students with feedback.
o Differentiation:
Students will be able to work at their own pace because early finishers will start working
on the next activity. In the opening activity, a problem will be on the board for early finishers.
Students who learn through hands-on and visual activities will benefit from the puzzle activity.
When students are drawing their designs, they have the choice of how difficult to make it, and
they will be encouraged to challenge themselves. They also have a choice in what type of plan
they are making (a house design, a classroom, a sports arena, etc.) to appeal to their interests.
Those who enjoy art will be able to color code the plan that they create. The teacher will
additionally have an example for the students of a house plan and model the directions. Students
who need additional help will be aided by both college teachers when the class is working
individually. Directions will be provided verbally in addition to being projected on the board to
accommodate visual and auditory learners.
o Questions:

What is perimeter?
When would you need to find the perimeter in real life?
How can you calculate the perimeter of polygons?
What is a regular vs irregular polygon?
(house problem) What formula can we create to determine the perimeter of this shape?
(house problem) If the triangle has three sides and the square has four sides, why doesnt
the perimeter have seven sides?
Which sides would you have to measure to find the perimeter?
What could you draw a design that you could use in your future career or in your own life
where you would need to find perimeter?
How do your families use perimeter in their lives?
o Classroom Management:
Classroom management strategies include:
Timing: About 10 minutes will be allotted for the motivational beginning and review of
perimeter, about 20 minutes will be allotted for the problems on the board and to talk about

formulas, 15 minutes will be spent creating houses, 15 minutes for the reteach, and any
remaining time will be spent playing the closing game and going over additional problems.
Distributing materials: Students will be told to have out their math workbooks and notebooks
prior to the start of the lesson. The teacher will distribute the puzzle pieces and grid paper when
asked. While students are working independently, whiteboards will be passed out.
Transitions: Students will transition independently depending on when they finish an activity.
They will know what to work on next once they complete an activity (it will be written on the
board, and the teacher will have gone over the instructions).
Potential behavioral problems: Students will be reminded prior to starting the lesson that they are
supposed to stay on task and get their work done. If the teacher notices a student is repeatedly
off task, they will receive a slip. If all the students are following the expected behavior, staying
on task and not calling out, they will periodically receive a class point (to be written on the
whiteboard). If the teacher notices that the class as a whole is being disruptive, then she will take
a point away from the class. If after the five days of math the students earn 20 class points, then
they will all receive a prize.

9.

Closure:

Students will create their own perimeter problems and quiz the rest of their class. While
students are working on these problems, the teacher will write various numbers on the board.
Two students will come to the front of the class, the teacher will ask a question, and students
must race to fly-swat the correct number on the white board. Students at their seats will work on
the same problem using individual whiteboards and keep their answer to themselves. Once a
student at the front of the room has solved the problem, the rest of the class will hold up their
whiteboards and show their answer.
For homework, students will be told to ask their families how they apply perimeter in
their jobs or in some way in their own lives, and they will share their answers the following day.

Math Lesson Rationale

An essential component to a successful math lesson is ensuring that all students are being
challenged. Each students understanding of mathematical concepts should continue to grow,
regardless of individual pace. Keeping in mind the principles set by the National Council for
Teachers of Mathematics, this math lesson on perimeter encourages all students to challenge
themselves to maximize their potential and to think critically. Students are provided with grid
paper and are given the task of designing a plan of their choosing based on their interests. They
are then asked to find the perimeter of each component of the plan and write the corresponding
formulas. By giving students the opportunity to choose the design, they are encouraged and
challenged to draw complex shapes, like octagons or irregular shapes, instead of rectangles and
squares. This lesson allows for a lot of differentiation, as students are able to create as many
formulas as time allows them. Not only does this lesson challenge each and every student and

demand high expectations, but the task is also applicable to real life as well. Students are asked
to think analytically in a real world type of situation, and by sharing their plans with a partner,
they develop the ability to use precise, mathematical language. The teacher can use this
opportunity to explain how perimeter is important in the real world and expand upon situations
in which understanding this concept is necessary. Students first discuss with a partner and then as
a class the ways in which they can and will use perimeter in their own lives, making this lesson
applicable and relevant.
Measuring perimeter in a real situation is equally as important as writing the formula
with a paper and pencil. Allowing students to move around the classroom to measure various
objects gives them the necessary practice to understand the methods of finding perimeter
realistically. The teacher is able to see what students enjoy and aspire to be through their choice
in plan designs, while allowing students the opportunity to express themselves and realize the
importance of perimeter. The homework assignment for the students is to ask their families how
they use perimeter in their lives, and students would share their responses the following day. This
assignment allows families to get involved in the curriculum, while also reiterating the concept
to students that perimeter is an important skill needed in the real world.
The opening activity, in which students must solve a puzzle, integrates the Reading
curriculum as well. Students are studying the Mystery genre, and this subject is incorporated into
the puzzle activity. By connecting the puzzle to the Reading curriculum, students are able to
view math as a coherent whole. The use of manipulatives is also important in developing
students mathematical understanding. Using whiteboards in the closing activity allows the class
to be assessed in an enjoyable way while still informing and guiding the teacher for future
lessons. Students also compete at the board to keep the class engaged while being assessed. By

collecting and commenting on the students design plans, the teacher is able to see how willing
they are to challenge themselves and can give them the feedback needed to set goals and assume
responsibility as independent learners. Because this lesson asks students to think critically about
real world situations and to challenge themselves, it is a lesson I plan to continue teaching in
future years.

Sample Social Studies Lesson

1. Title or Topic of the Lesson and Grade Level : Alleviating Hunger; Sixth
Grade
2.

3.

Lesson Essential Questions: What can you do to end hunger in your own
community?
Standards:

NJCCSS.6.3.4.A.3 Select a local issue and develop a group action plan to inform school
and/or community members about the issue.
4.

Learning Objectives and Assessments:

Learning Objectives

Assessments

1. Students will learn about hunger that exists 1. Students will create journal entries and take
in their own community.
part in a class discussion following a trip to
the Trenton Area Soup Kitchen.
2. Students will devise a way to help end
hunger in their community.
2. Students will create a proposal and document
their project to share with the class.

5. Prior knowledge:
Students know of the Trenton Area Soup Kitchen and may know of the services that it
provides. Students may volunteer on their own for various clubs and activities.
7.

Lesson Beginning:

Students will take a field a trip to the Trenton Area Soup Kitchen to see firsthand the
services they provide for those who are suffering from hunger. They will hear a speaker talk
about what TASKs purpose is, how they serve the community, and ways that volunteers can get
involved. Students will write letters thanking the speaker when they return from the field trip, in
addition to writing journal entries and taking part in a class discussion to reflect on the trip. They
will be asked what their reactions were to the trip, what they learned, and why it is important to
be active members in society.
8.

Instructional Plan:

The following day, students will be given an assignment in which they will be asked to
find a way to help end hunger in their community. They may work in groups of up to four people
or work on their own. Each group will devise a way that they can contribute to those who are less
fortunate and cannot afford food. Some examples include creating a website or a brochure to
promote awareness to fight hunger, contacting a local grocery store and asking shoppers for
donations, volunteering to serve at the Trenton Area Soup Kitchen, starting a fundraiser, or
participating in a hunger walk. Students options are not limited, and they may choose to
generate an idea of their own. Students must take an active approach to show that they are
making a difference in their community. They will be given a week to create a plan for their
project with a clear goal in mind and to submit a proposal. Students will conference with the
teacher for feedback on their proposals. The teacher will determine whether some projects
require parent approval and signatures before students move further with the assignment.
Students will then have the next two and a half weeks, or more time if needed, to put their plan
into action. They will document their projects so that it can be presented to their peers.
o Differentiation: Students will have the choice of how they want to complete this
project and how they choose to get involved. They may choose to work with others or may
choose to work independently. This project is student-driven and based on their interests and

capabilities. The teacher serves to facilitate and give feedback to assist students in planning and
carrying out their projects.
o Questions: What can you do to alleviate hunger in your own community? Why
should we get involved? What impact did you make in the community? Will you continue to
move forward with your idea on your own, and are there ways you could extend your project to
get even more people involved?
9.

Closure:
Students will present their projects and results with the class. They will explain what
steps they took and may show pictures, videos or artifacts to show what efforts they made to
alleviate hunger. Students will again write journal entries and take part in a class discussion to
reflect upon their projects. They will reflect upon how they made a difference and what impact
they feel they made on their community.

Social Studies Rationale

Based on the standards set by the National Council for the Social Studies, an exemplary
Social Studies lesson contains a powerful message that is purposeful and problem-oriented,
integrated with other subjects, and shapes students into active members of society. Although it
may seem like a daunting task, it is possible to include all of these components within the
classroom, leaving a lasting impression on students. This lesson specifically addresses an
important issue: hunger, and asks students to find a solution to the problem. An issue such as
hunger is one that affects not only people in the Trenton Area, but it is a global issue from which
millions suffer. This lesson calls on students to take an active approach to find a solution to the
controversial topic.
By having students listen to a speaker on behalf of the Trenton Area Soup Kitchen, they
are provided with the background knowledge needed prior to beginning their project. They are
also able to understand and see firsthand the programs that are offered to encourage selfsufficiency and improve the lives of those affected by hunger. As a result, students are exposed to
a real world issue within their community.

This lesson certainly gives students a purpose, as they are given the task of finding a way
to contribute to society in a meaningful way. They may choose from a variety of options to get
involved and are not limited in their approach. The project itself is a challenging one, which is
why it is so important, as students have to critically think of a way they want to tackle the issue
of hunger. Having students reflect upon their experiences is important as well, so students can
give serious thought and consideration to the results of their project. Allowing for class
discussion and journal entries, which this lesson incorporates, gives students the opportunity to
share their opinions and ideas with one another.
Although this lesson requires a lot of effort on the students part and is one that extends
over a long period of time, the impact it will have on students is significant and hopefully lifechanging for them. The goal is for students to open their eyes to the world around them, to be
aware of social issues, and hopefully as a consequence of this experience, gain the motivation to
make positive changes.

Sample Language Arts Lesson

1. Title or Topic of the Lesson and Grade Level : Using Action Words in
Stories; Kindergarten
2.

3.

Lesson Essential Questions: What should a story contain? What is an

action word? How can we use action words in our stories?
Standards:

CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts
in which they name what they are writing about and supply some information about the topic.
CCSS.ELA-LITERACY.W.K.5
With guidance and support from adults, respond to questions and suggestions from peers and add
details to strengthen writing as needed.
4.

Learning Objectives and Assessments:

Learning Objectives

Assessments

Students will be able to identify action words Students will play action freeze with various
and incorporate them into their stories.
action words. Students will brainstorm
examples of action words and act them out
while the rest of the class guesses the word.
Students will write stories and draw
corresponding pictures and share with the class.
.

5.

Materials

Smartboard
The Monster Pet
action word flash cards
1 writing worksheet per student
1 pencil per student
1 meatball spacer per student
timer
crayons

6 . Prior knowledge:
Students have completed their first writing journal, entitled the Launching Unit, in which
they have practiced drawing a picture and writing the corresponding words to the story. They
have learned that the first letter of the first word of a sentence should be capitalized, and that a
sentence should end with an end mark (period, question, or excited mark). Students have
practiced using spacers (thick popsicle sticks) to remind them to leave spaces in between words.
They know that a story should contain someone, doing something (an action), somewhere (a
place).
7.

Lesson Beginning:

The teacher will review with students the necessary parts of a story (someone, doing
something, somewhere) and the conventions of a sentence (the first word starts with a capital
letter, sentence has an end marking, etc.).The teacher will then explain that an action word is a

word that tells or describes what a person or thing is doing and give a few examples (jump, build,
swim). The teacher will briefly read parts of The Monster Pet, having students identify action
words from the story. Students will then play action freeze, in which the teacher will have a
student pull an action word from a bag and students have to act it out until the music stops. Each
word that gets pulled will be added to the pocket chart for students to reference while they write.
Students will then think of their own action words, and a few will be called on to act out
their word for the class to guess in a game of charades. Students who act out an action word will
practice forming a sentence that includes someone doing something (the action word)
somewhere.
Using the Smartboard, the teacher will model how to write a story using an action word
(ex: I build a sand castle at the beach.). The teacher will sound out the word as students call out
the letters that they hear, and the teacher will record these letters to demonstrate kid-writing. The
teacher will then adult-write (write the correct spelling) underneath each word. Students will be
asked to identify the someone, the action, and the place in the story.

8.

Instructional Plan:

The teacher will ask students to take a moment to think about what they will write about,
reminding them there needs to be someone, doing something, somewhere and that if they are
unsure of what to write about, there is a list of writing ideas displayed that they can reference.
Students will turn and talk to their teammates and share what their story will be about.
The teacher will call on a few students (someone new who was not called for charades) to
share with the class, making sure their stories include the necessary components. The teacher
will guide the student with sentence structure if needed.
The teacher will then have the paper passers hand out a writing worksheet to each
student. Students will have ten minutes (time may be adjusted) to draw their pictures of
someone, doing something, somewhere. They will be reminded of what a WOW picture looks
like, including lots of details and colors that make sense. During this time, the teacher will work
with one table at a time, asking them to share what they are drawing to ensure that they include
the necessary components of a story.
When the timer goes off, students will stop what they are doing and look up at the teacher
to listen to the next direction. Students will be told that they may continue to work on their
picture if they need more time, but if they are ready to move on, they begin writing the words to
their story. The teacher will have students point to where they can look if they need help spelling
a word (the word wall). Students will also be encouraged to use spacers as they write. The
teacher will again work with one table at a time, assisting them by adult-writing underneath their

kid-writing. After two minutes, students who are still drawing will will be asked to now begin
writing. Students will have about ten minutes to write their story.
o Differentiation: This lesson will appeal to auditory, visual, verbal and kinesthetic
learners. The teacher will provide visuals using chart paper and flash cards of action words.
Students may refer to these and the word wall as they work. Students will listen and take part in a
discussion prior to writing, in addition to moving about the classroom to assist them in
understanding action words.
Students are able to work at their own pace as they write and draw, and those who need
extra time drawing will be given the time before they begin writing. The teacher will facilitate
and assist those who need it. Students have the choice of what they can write about and may
refer to the list of writing ideas for help.
o Questions: What should a story contain? What is an action word? How can we use
action words in our stories? What can you do if you do not know how to spell a word? What
does a WOW picture look like? How should a sentence end? What can you use to separate each
word in a sentence?
o Classroom Management: Students will receive warnings for calling out or for
misbehaving. If a student continues to misbehave, (s)he will be asked to move their name to
yellow (or if they physically hurt another student intentionally, they are automatically moved to
red). In addition, if the entire class does an excellent job as a whole, they will receive a class
Bingo card. Students who are well-behaved will be called first to line up for dismissal. When the
class is staying on task, the class bucket will be filled, but if students are off task, the teacher will
dip the class bucket.
Students respond when the teacher announces Class, Class and know when to stop
talking when the teacher announces Voices. The teacher may also clap a rhythm that students
repeat, count down, or have students follow directions like pat your head, touch your nose, etc.
o Transitions: The schedule helper will move the schedule down to Writers
Workshop, and the action freeze game will give students a short break. Teams will be called one
at a time during action freeze to get water if they would like. The paper passers will hand out the
writing worksheets. The timer will be on as students draw and write, and the teacher will
announce how much time remains when there is five, three, and one minute left. The teacher will
collect students stories as they share with the class.
9.

Closure:

Students will put their crayon boxes away and will share their stories with the class.
Emphasis will be placed on the action word that the student chose, and who the someone is, and
where the action is taking place. If there is not time for every student to share with the whole
class, students will turn and talk to the people at their table so all are included. Those who did not
share their stories with the whole class will be given the opportunity the following school day.
Students who were not called for charades or to initially share what they would write about will
be called on first so all students are able to participate. Students will hand in their stories and
prepare for dismissal.

Language Arts Lesson Rationale

Developing writing strategies from an early age is critical in fostering life-long,
passionate writers. This Writers Workshop lesson on action words contains the various strategies
needed for a successful writing lesson, while still appealing to students interests. One important
component to writing is establishing and modeling a process for the students to consistently
follow. This lesson on action words asks the teacher to model the process before the students
begin writing on their own, in which the class practices as a whole sounding out words before
doing so independently. Another equally important component to writing is collaborating with
others and brainstorming ideas before beginning. Students have the opportunity to do so in this
lesson, as they turn and talk to a partner and share what they will be writing about and what their
picture will consist of prior to starting their work. At this grade level, students are still
developing letter formation and identifying sounds, so verbally sharing their ideas with a partner
is a valid method of brainstorming and pre-writing.

Forming a connection between reading and writing is a critical skill that should also be
incorporated into lessons, such as this one. Before generating action words and incorporating
them into their writing, students identify action words in the story The Monster Pet. This
helps give them the background knowledge needed before introducing action words in their own
writing. This lesson integrates reading with writing and demonstrates that the two form a
connection. The use of technology is also incorporated, as the teacher models how to kid write
on the Smartboard, in addition to playing music while students participate in action freeze.
Key to student growth is conferencing with each individual and providing feedback to
their writing. In this lesson, the teacher works one-on-one with each child as they write. The
students sound out what they hear, as the teacher writes the correct spelling underneath each
word. The teacher is also able to conference with each child to determine whether the story and
picture contains someone, doing something, somewhere. If the story is lacking one or more of
these components, the teacher can guide the child to elaborate on their story. This
communication and feedback with each student is vital for them to continue to develop their
writing skills. Finally, students are able to share their stories with the class, allowing them to
reflect on their writing and feel ownership of it.

Sample Health/Character Education Lesson

1. Title or Topic of the Lesson and Grade Level : Have You Filled A Bucket
Today?, Kindergarten
2.

3.

Lesson Essential Question(s): What is bucket filling, and what is bucket dipping?
How can you be a bucket filler?
Standards:

NJCCS:2.2.2.C.1
Explainthemeaningofcharacterandhowitisreflectedinthethoughts,feelings,andactionsof
oneselfandothers.
4.

Learning Objectives and Assessments

Learning Objectives
1.

Students will be able to identify ways

they can be a bucket filler.

2.

Students will be able to classify

behaviors as either bucket fillers or
bucket dippers.

3.

1.

Students will turn and talk with a

partner and share ways they can be a bucket
filler and then discuss as a class.

2.

Students will velcro pictures of

examples of bucket dipping and bucket
filling to a chart.

3.

Students will draw a picture of their

peers and their behavior that was bucket
filling. They will place their pictures in the
appropriate labeled buckets.

Students will find examples of their

peers who are bucket fillers in their
classroom.

5.

Assessments

Materials

Have You Filled A Bucket Today? by Carol McCloud (Nelson Publishing &
Marketing, 2007)
1 laminated piece of chart paper with a bucket on it
bucket filling and bucket dipping flash cards (1 per student)
Velcro
crayons
Who has filled your bucket? slips of paper
1 small, plastic bucket per student
1 class bucket
Name cards with each students picture and name
Tattle Turtle

6 . Prior knowledge:
Students have been introduced to and practiced the classroom rules, such as being kind to
others and keeping hands to self. They know that respect is treating others the way they want to
be treated, and are reminded of this on a daily basis. They know how to use I-Messages, so if
they have a conflict with other students, they tell them how they feel and why they feel that way.

Students have practiced telling I-Messages and know that if someone is bothering them, they can
go tell Tattle Turtle.
7.

Lesson Beginning:

Students will be asked what respect is, and they will use the hand motions they
have learned to recite the definition (Respect is treating others the way you want to be treated.)
They will review what an I-Message is, and when they should go to Tattle Turtle.
8.

Instructional Plan:

Students will come to the carpet and the teacher will tell them they will be reading a book
entitled Have You Filled A Bucket Today?. Students will look at the front cover, and the
teacher will ask students what they think the book will be about based on the pictures. She will
call on students to hear their predictions, and then tell them that they will be learning about
bucket fillers and bucket dippers. The teacher will read the story, stopping along the way to ask
the following questions:
Does everyone in our class carry an invisible bucket?
How can you tell if someones bucket is empty or full?
How do you feel when your bucket is empty? Full?
What happens to your bucket when you dip into someone elses?
People who are bullies, are they bucket dippers or fillers? Are their buckets full?
What can we do here, in our class and school, to make sure that everyones bucket is full?
After reading the story, the teacher will reiterate with the students that a bucket
filler is someone who is kind, respectful and makes others happy, and a bucket dipper is someone
who is disrespectful and makes others sad. The teacher will ask students to think of ways they
can fill someones bucket, and the students will turn to a partner and share before discussing as a
group.
The teacher will then show the students the chart that displays the big bucket on
it. They will be told that they will be given a picture and have to decide whether the
person/people are bucket fillers or bucket dippers. If they are bucket fillers (like a picture of two
children playing a game or sharing a toy), the student will put the picture inside of the bucket. If
they are bucket dippers (like a picture of two children kicking), the student will put the picture
outside of the bucket. One by one, the students will receive a picture and attach it either to the
inside or outside of the bucket and explain why. The teacher will also use this opportunity to
introduce a classroom management strategy, the class bucket. When the class stays on task, the
bucket is full but when they are not following directions, the bucket gets dipped.
Students will then turn back to the same partner they were talking to earlier, and
share how they think the other person is a bucket filler. (For instance, Student A would tell
Student B that Student B is a bucket filler because he has shared his crayons with him.) The

students will then be given the instructions for the closing activity, that they will be drawing the
picture of what their partner did that was bucket filling.
o Differentiation: Students will turn and talk to one another throughout the reading of the
story to stay engaged. Through discussion, the hands-on sorting activity, and drawing pictures,
students are able to verbally, visually, and kinesthetically learn. Having students sort the bucket
filling and bucket dipping pictures will assist them in coming up with their own examples of how
to be bucket fillers. Using visuals enforces the concept for students whose vocabulary and
language is still developing. Students are able to refer to students nametags to copy writing their
names.
o Questions:

Does everyone in our class carry an invisible bucket?

How can you tell if someones bucket is empty or full?
How do you feel when your bucket is empty? Full?
What can you do to fill someones bucket? How does that make you feel?
What happens to your bucket when you dip into someone elses?
People who are bullies, are they bucket dippers or fillers? Are their buckets full?
What can we do here, in our class and school, to make sure that everyones bucket is full?

o Classroom Management:
Classroom management strategies: Students will receive warnings for calling out or for
misbehaving. If a student continues to misbehave, (s)he will be asked to move their name to
yellow (or if they physically hurt another student intentionally, they are automatically moved to
red). In addition, if the entire class does an excellent job as a whole, they will receive a class
Bingo card. When the class is staying on task, the class bucket will be filled, but if students are
off task, the teacher will dip the class bucket.
To get students attention, they respond when the teacher announces Class, Class and
they know when to stop talking when the teacher announces Voices. The teacher may also clap
a rhythm that students repeat, count down, or have students follow directions like pat your head,
touch your nose, or show me your happy face, show me your surprised face etc.
Timing: Reading and discussing the story will take 15-20 minutes, the bucket filling and dipping
sorting activity will take about 10 minutes, and the closing activity will take 10 minutes.
Distributing materials: Paper passers will be in charge of handing out the Who has filled your
bucket? slips of paper.

Transitions: Students will be called to the carpet based on their team color, depending upon
which team looks ready and paying attention. Students will be given a freeze dance break after
sitting at the carpet before finishing the closing activity.
Potential behavioral problems: Students will receive warnings for calling out or for misbehaving.
If a student continues to misbehave, (s)he will be asked to move their name to yellow (or if they
physically hurt another student intentionally, they are automatically moved to red). When the
class is staying on task, the class bucket will be filled, but if students are off task, the teacher will
dip the class bucket.
9.

Closure:

Before returning to their seats, students will take a brief freeze dance break. They
will then be given the opportunity to draw their picture of a classmate doing something that is
bucket filling. Students will write the name of the student underneath the picture, referring to the
nametags displayed on the wall with each students picture and name written next to it. The
teacher will put 5 minutes on the timer for students to complete the activity. If they stay on task
and are not talking, the teacher will fill the class bucket, and dip it if students are not following
the directions. When the timer goes off, students will briefly share with the class the picture they
drew and place the slip into the bucket of the student they drew about. The teacher will remind
students that she will be looking out for bucket fillers and filling their buckets when she sees
them doing the right thing.
The following letter will be sent home to the parents/guardians explaining the
concept of bucket filling and bucket dipping to reinforce the concept at home and have families
involved in the learning.
---------------------------------------------------------------------------------------------------------------------

Dear Families,
Today we read Have You Filled a Bucket? by Carol McCloud and discussed how we
can be bucket fillers. The bucket that your child will refer to represents their mental and
emotional self. We learned that bucket fillers use kind actions or words to show they care about
someone, and that bucket dippers say or do unkind things, such as making fun of someone else.
Here are some things you can do at home to reinforce the message of being a bucket filler:

 Ask your child to tell you about the book we read and what he or she learned from it. Ask them
how they can be a bucket filler.
Talk with your child about the importance of treating other people with respect. Make sure
he/she knows that it is important to you, and that it will lead to stronger friendships.
Watch a television program together or read a story, and talk about the various ways in which
the characters acted as bucket fillers or bucket dippers.
Praise your child when they demonstrate behavior that is bucket filling.
Remember that you are a powerful role model for your child. If you treat people respectfully,
that is what your child will learn from you.

Thank you for your continued support!

Sincerely,
Miss Westfall

Character Education Health Lesson Rationale

One of the National Health Education Standards is that students will demonstrate the
ability to use decision-making skills to enhance health. As an educator, my role is to ensure that
this skill is mastered not temporarily within the classroom setting, but rather as a lifelong and
ubiquitous skill. Keeping this in mind, the Bucket Filling character education health lesson is one
that will lay the foundation for these students to be respectful, conflict-resolving citizens for a
lifetime. These character traits are crucial to establish as early as Kindergarten in order for
students to be compassionate and responsible within society.
By discussing with students how their actions affect others and giving them the choice to
either be bucket fillers or bucket dippers, they start to become aware of others feelings. In
Kindergarten, these students are still naturally very self-centered, but it is important to instill in

them the idea that each choice they make matters. This lesson allows students to examine their
choices by having them identify examples of bucket filling and bucket dipping in their own life.
They are motivated to have good character by asking themselves how they can fill buckets and
reminding them of the positive rewards that go along with being a bucket filler. By using
language that is accessible to the students, a complex but critical principle is taught.
Besides shaping students character, this lesson also builds a strong class rapport in
addition to involving families in learning. Students are able to identify how their peers show
respectful behavior as bucket fillers, and support one another by drawing pictures of them doing
these acts to share with the class. This builds positive interactions and encourages students to
make the right choices. By sending a letter home to the parents explaining what bucket filling is,
they are able to better understand the school curriculum in addition to reenforcing the concepts at
home for more effective learning. A lesson like this that teaches and enforces good character not
only makes the students in the class better people, but allows them to make positive contributions
to society.

Connecting Sample Lessons to My Belief

Statements
1.

Astudentsintrinsicdesiretolearnisbestfosteredthroughnaturalexplorationand
experience,inwhichtheteacherservestomotivatethisprocessofselfdiscovery.
Ifirmlybelieveinaconstructivistapproachtoteaching,inwhichstudentsareactively

involvedinlearning,andmylessonsareareflectionofthisbelief.Iwouldrathergivestudents
thetimetoexploreandcometoconclusionsthandirectlyprovidethemwiththecontent.Iwould
ratherhavethemaskquestionsandsetouttofindtheanswerthanhavethemlistentomelecture,
whichisdemonstratedinthefoodweblessonIconducted.Thefirststepwastoengagethe
students in the lesson and capture their attention by discussing their Thanksgiving meals,
followedbyactivatingtheirpriorknowledgebydiscussingwhattheyalreadyknowaboutfood
chainsandwritingtheseideasontheboard.Havingestablishedstudentinterestandbackground
knowledge,studentswerereadytobuildafoodweboftheirown.Ratherthantellingstudents
whotopasstheballofyarnto,studentshadtocriticallythinkandreasonwhowouldlogically

comenextinthefoodchain.Theyhadtoverbalizethereasoningwiththeclassandwereableto
relyononeanotherforhelp. Rather than ever providing the students with the answers, the
teacher serves to steer the class in the right direction, asking questions that lead the students to
the answers. This idea also holds true for the webquest part of the lesson, in which students
explore first-hand using technology and apply their research to create their own food chain.
Students are meant to search for the answers, which is what this lesson expects them to do, as the
teacher acts as the facilitator.
2.

Incorporating student interests and connecting these interests to the community

stimulatesapassionforlearningthatencouragesstudentstoengageintheworldaround
them.
It is my hope that I can provide students with the inspiration to be active

participantswithinsociety.OneofthebestwaysIcanaccomplishthisgoalistobepassionate
myselfaboutcurrentissuesandactasarolemodelinmyengagementinthecommunity.Being
anactivememberoftheParentTeacherAssociation,participatingineventshostedbytheschool,
showingmyspiritschoolareallexamplesofhowIplantoexemplifymyinvolvement.Thiswill
inturnstimulatestudentsdesiretobecomemoreinvolved.Inaddition,Istrivetoincorporate
studentinterestsintheclassroomsostudentsareengaged.TheSocialStudieslessoninwhich
studentshavetheopportunitytoseeasoupkitchenfirsthandandtheservicesitprovideenables
studentstointeractwithintheircommunity.Becausestudentsareabletochoosehowtheywould
liketocombathunger,whetheritbeparticipatingina5khungerwalk,creatingawebsite,a
brochure,or anotheridea,theyhavetheoptionintheirapproach.Theyareabletousetheir
talents and interests to engage in their community and make a positive, lasting impact. I

genuinelybelievethatwhenstudentsareabletoseehowtheiractionscanbenefitothers,theyare
motivatedtoapplythemselvesandmakerealchanges.
3.

Teachers have the power to instill in their students acceptance and respect by
inspiringthemtoexpresstheiropinions,nurturingtheirideas,andpromotingdiversity.
Agoalofmineasaneducatorisforstudentstofeelthattheyhaveapurposeand

senseofselfworth.Establishingastrongclassrapportiscriticaltogivingstudentsthissenseof
selfworth. When students feel respected by one another and by the teacher, they are more
willingtoparticipateandapproachothersforhelp.IntheCharacterEducationHealthlessonon
bucketfillingandbucketdipping,studentsstarttoseehowtheiractionsaffectothers,andthat
whentheyarerespectful,theycanbuildpositiverelationships.Astheteacher,IunderstandthatI
mustactasarolemodelandfirsttreatmystudentswithkindnessandrespectifIexpectthemto
treatothersinthesamemanner.Ialsosupportclassdiscussionsandcollaboration,suchasinthe
SocialStudies lesson,in whichstudents feelthe freedom tosharetheir opinions and ideas.
Allowingstudentstoexpressthemselvesthroughvariousmeansandnurturingtheirideascreates
apositiveenvironmentwherestudentsfeeltheyhaveapurpose,whichisthetypeofclassroomI
aspiretohave.

Connecting Sample Lessons to the National Council

for Accreditation of Teacher Education Standards
1.

Use major principles of child development to construct learning

opportunities that support student learning and development.
Understanding student learning styles is critical to teaching effectively. My goal as an

educator is to recognize student strengths and weaknesses and to cater to these in my teaching.
As a teacher, I provide students with a choice in how they learn and in how they are assessed,
which is in accordance with psychologist Howard Gardners theory that there are various
intelligences, or learning styles. I strongly support the idea that children learn through hands-on
experiences, a concept that Lev Vygotsky proposed as the sociocultural theory. In the science
lesson that I conducted on food webs, I allowed the students to actively participate in making a
food web using a ball of yarn. Modeling tasks for students is also key to success, which
correlates with Vygotskys theory that children learn best when information is scaffolded. I
firmly believe that my responsibility as a teacher is to provide a strong rapport with the class
which will in turn create a positive learning environment. As part of students Exo System, I have
a large impact on their social and emotional development, according to theorist Bronfenbrenner.

Through ice breakers, greeting students at the door each morning, and reinforcing positive
behavior, I have created the relationship needed to teach successfully.
2.

Make connections across the curriculum to motivate,

understanding and encourage the application to real world issues.

build

For students to truly understand the curriculum, they need to be able to apply their
learning to real life situations. In the case of the Social Studies lesson that I provided, where
students are asked to find a way to support hunger prevention, they are able to directly build
understanding of real world issues. Students are given the option of how they want to support
hunger prevention, which appeals to their talents and interests and consequently motivates them
to build understanding of this important topic. By having students reflect upon their experiences
through journal entries, this lesson integrates writing to build a connection across the curriculum.
Upon completion of their projects, students are encouraged to continue to get involved and
contribute to society in a positive manner. By setting goals for themselves that the teacher can
encourage, students can further their involvement beyond what is required within the classroom.
3.

Foster active engagement in learning and positive social interactions.

I firmly believe that positive social interactions within the classroom play a vital role in

learning. When students feel comfortable with one another, they are more willing to participate
and join discussions. The lessons that I teach encourage students to communicate with and
support each other. For instance, in the science lesson I conducted, students created a class food
web and had to work together to verbally reason who would be throwing the yarn to whom. The
activity strengthened classroom communication and allowed for engaging, positive interactions.
Students additionally worked in small groups to create their own food chains, which meant
students had to collaborate and compromise with one another. Another lesson in which students

were actively engaging in the learning and building positive social interactions simultaneously
was the Language Arts lesson on action words. Students were able to move around the
classroom, acting out various words, which they thoroughly enjoyed and kept them engaged.
They were also given the opportunity to play charades with action words as peers guessed which
action word was being performed. This activity, in addition to the turn-and-talk and sharing of
stories, allowed for positive interactions and collaboration among students. The more actively
engaging and interactive lessons are for students, the deeper their understanding will be, which is
evident in the lessons I have implemented.
4.

Differentiate instruction to meet the individual needs of students.

In order for all students to be challenged, instruction must be differentiated and suited to

the needs of each student. In my own practice as a teacher, I have made a deliberate effort to
ensure that all students are growing in their learning. Specifically in the math lesson I taught,
students were given a task to create a design plan and write the corresponding formulas to find
the perimeter. They were asked to challenge themselves to use complex and irregular shapes and
to design as many components to the house as possible to maximize the number of formulas.
This activity allowed students to be creative, while still having high expectations for each
student. The children are able to work at their own pace, informing and guiding the teachers
instruction. Not only is it important to challenge each student, but also to accommodate to
student strengths. I encourage the different learning styles and allow for students to demonstrate
their understanding through various means.

5.

Plan instruction that promotes critical thinking and problem solving.

A successful teacher is able to motivate students to analyze a situation and determine a

viable solution. Presenting children with a scenario and having them discuss different ways of
solving it provides students with a necessary life skill and encourages them to use multiple
perspectives. When students are asked to question their own behavior, they are called to critically
think about the choices that they make and how their actions have lasting effects. This is exactly
what students were asked to do in the Character Education Health lesson that I created. They
were presented with language suitable to their level, in which people are referred to as bucket
fillers and bucket dippers, and they had to question whether certain behaviors would be
considered bucket filling, or respectful, or bucket dipping, disrespectful. By first presenting
students with a scenario, and then having them reflect upon their own behavior, and categorizing
it as bucket filling or dipping, students are able to demonstrate critical thinking skills at this
young age. They are also encouraged to develop their conflict resolution skills, as they are
reminded to tell I Messages when someone has upset them. By verbalizing how they are
feeling and explaining why, students are able to solve problems independently. Although their
natural reaction is the desire to report to the teacher every time an issue arises, using I Messages
encourages students to become self-sufficient in solving problems.
6.

Use formal and informal assessment strategies to plan, evaluate, and

strengthen instruction.
Formal and informal assessments are both necessary tools that allow an educator to

reflect on her practices and inform and guide her instruction. By creating clear objectives and
evaluating student performance, the teacher is able to look at the data and form conclusions
about student strengths and weaknesses. In my own practice, I make a conscious effort to assess
students throughout each lesson that is taught, whether it be formally or informally. Sometimes

all that is needed is a simple exit slip to close the lesson, or a class discussion to clear up any
misconceptions. The math lesson on finding perimeter assesses students in multiple ways, all of
which indicates to the teacher 1) how well students are grasping the concept and 2) the extent to
which students are willing to challenge themselves. The lesson designs students create indicates
to the teacher if they understand how to create formulas for regular and irregular polygons and
depending upon the complexity and number of formulas they make, the teacher can gauge how
well they understand the concept. The teacher is able to provide qualitative feedback to the
design plans for students to review. This lessons closing activity serves as another informal
assessment, as students use whiteboards to solve perimeter problems independently as two
individuals compete at the front of the room. This allows the class to be assessed in an enjoyable
way while still informing and guiding the teacher for future lessons. Although the students will
also have a formal assessment (a unit test) after several more days of instruction, this lesson
contains formative assessments that the teacher can use to modify future lessons.

7.

Plan and implement instruction based on knowledge of students and

their community.
Of the many responsibilities that teaching entails, knowing and understanding students is

one of the most essential. The more an educator is aware of students interests and abilities, the
more (s)he can cater to them and incorporate them into lessons. In my own teaching, I strive to
implement lessons that I know students will respond to and actively engage in. For instance, I
know that students can easily get distracted or bored when they have to sit still in their seats and
for long periods of time Rather than constantly expecting students to sit through a lecture, I try to
get them moving about the classroom as much as possible and when necessary to keep them
active and engaged. In the Language Arts lesson, I chose to have students act out the action

words around the classroom while music played. I was able to appeal to their interest in dancing
and music while simultaneously introducing the concept of action words. Part of planning and
implementing instruction also requires the teacher to connect students interests to the
community. Field trips are an excellent opportunity for students to learn firsthand about their
community. Bringing students to the Trenton Area Soup Kitchen is a way to show them that
current issues exist within their neighborhood, and that they have the ability to change and
alleviate the circumstances for others.